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Virginia Standards of Learning Mathematical Pictionary for Grades K-3. Amanda Rashelle Collins-Browning East Tennessee State University

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Virginia Standards of Learning Mathematical Pictionary for Grades K-3. Amanda Rashelle Collins-Browning East Tennessee State University East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 8-2009 The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3. Amanda Rashelle Collins-Browning East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Science and Mathematics Education Commons Recommended Citation Collins-Browning, Amanda Rashelle, "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." (2009). Electronic Theses and Dissertations. Paper 1874. https://dc.etsu.edu/etd/1874 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3 ____________________ A thesis presented to the faculty of the Department of Mathematics East Tennessee State University In partial fulfillment of the requirements for the degree Master of Science in Mathematics ____________________ by Amanda Collins-Browning August 2009 ____________________ Dr. Frederick Norwood, Chair Dr. Jeff Knisley Dr. Michel Helfgott Keywords: Vocabulary, Pictionary, Mathematics, Instruction, Kindergarten-Grade Three ABSTRACT The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3 by Amanda Collins-Browning My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a ―Mathematics Pictionary‖, to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3. 2 DEDICATION I would like to extend thanks to the students, faculty, and staff of Copper Creek Elementary School. Thanks, faculty and staff, for your patience and encouragement through it all! Thanks students for being so patient and loving when the going got tough! Enormous thanks to my family! You are my inspiration, strength, and motivation to wake each day! You have provided endurance, continuous support, love, faith, and encouragement to succeed throughout my educational journey. Thanks Chris, Mom and Dad, Mamaw and Papaw, and Nan and Papaw, you are my life-long inspiration! I love you more than imaginable! Most importantly, I would like to thank God for all the blessings bestowed upon me daily. You are my shield, my faith, my trust, and my strength! 3 CONTENTS Page ABSTRACT ……………………………………………………………………………………....2 DEDICATION ……………………………………………………………………………………3 Chapter 1. INTRODUCTION ………………………………………………………………………..5 2. BACKGROUND …………………………………………………………………………6 Statement of the Problem …………………………………………………………6 3. RESEARCH ……………………………………………………………………………...8 4. PICTIONARY …………………………………………………………………………..12 5. SUMMARY ……………………………………………………………………………..80 WORKS CITED ………………………………………………………………………………...81 APPENDICES …………………………………………………………………………………..84 Appendix A: Virginia Standards of Learning Objectives (K-3) ……………………….84 Appendix B: Mathematics Curriculum / Instruction Survey and Results ……………...98 VITA …………………………………………………………………………………………...101 4 CHAPTER 1 INTRODUCTION As a kindergarten teacher I have found that building strong, rich vocabulary in the core subject areas is essential to student success in comprehension. The basis for this thesis is acquiring a strong foundation for mathematical literacy. I have found that children are non- proficient in mathematical literacy due to certain factors. The foremost factor is the lack of efficient materials and instructional tools. As I researched the materials available to primary teachers in my own school and district, I found very few tools were available to promote mathematical literacy in primary grades. The needed tools often are not present in the classroom to present adequate mathematical instruction. Many available tools were not developmentally appropriate or instructionally sound. As a former fifth grade teacher I transferred to kindergarten three years ago, I found that students struggle in mathematics during intermediate grades and often do not score proficiently on standardized tests because they lack an understanding of mathematical vocabulary. Often vocabulary and terminology are not being properly and formally introduced. This adversely affects the natural progression of mathematical literacy. If the proper sequence of terminology and skills is not attained, students will not master needed skills and objectives required by the Virginia Standards of Learning. The proper sequence is vital because sometimes the understanding of one term depends on the understanding of other terms. For example, a student cannot understand ―area‖ before learning the meaning of ―square‖. 5 CHAPTER 2 BACKGROUND Statement of the Problem Upon moving into a primary classroom from a middle school environment, my observations and teaching experiences have led me to deem that mathematical illiteracy is a growing problem. Within my school district, Russell County Public Schools, one of the causes is the lack of proper tools and manipulatives in the classroom. Another is that mathematical terminology is often not properly introduced. When this happens, children may not meet mastery of the proper terminology necessary for proficiency within mathematical achievement. The earlier students are exposed to meaningful, engaging mathematical experiences, driven by age-appropriate mathematical language the likelihood students may be proficient within mathematics. The Virginia Standards of Learning states that primary level teachers need to plan introduction of new vocabulary in an age appropriate context with relevant objects, pictures, stories, and diagrams (Learning 2-3). As addressed in the current Virginia Department of Education Standards of Learning proper mathematical literacy and terminology is crucial to student’s understanding and appreciation of the subject across grade levels. The Standards also iterate language of mathematics and proper vocabulary should be spoken and introduced in the earliest grades. Mathematics has its own language of terminology that builds a foundational connection between mathematics skills, from very basic skills through more complex skills. The Virginia Standards of Learning also address that all students should acquire a specialized vocabulary for mathematics and language patterns beginning at an early age (Learning 1-4). Each grade level of education should properly introduce and address specialized vocabulary and language patterns, 6 building on prior knowledge. Children naturally acquire concepts, skills, and problem solving strategies, along with a strong mathematical vocabulary when introduced to them in proper relationship (Learning 4). As children are introduced to integrated mathematical vocabulary through words, symbols, and diagrams, they may develop an understanding of quantitative concepts and relationships for mathematical proficiency. Many teachers, regardless of experience, may feel overwhelmed by the responsibility and accountability placed by the Standards of Learning. This feeling may be due, in part, to the lack of instructional tools available to them. This thesis presents a Pictionary for primary teachers that addresses grades kindergarten through grade three. It provides developmentally and age appropriate terms, pictures, symbols, and diagrams and an apparatus guide that may enable children to become mathematically literate. Students will relate terms alphabetically by the use of pictures and brief definitions. The Pictionary provides a strong mathematical vocabulary foundation that will assist in building successful students and prepare students for formal assessments by grade three. Additional lesson plans, available from the Virginia Department of Education, to be implemented with the Pictionary provide suggestions for presentation of mathematical vocabulary and instructional practices in the primary classroom. The problem, then, is to develop a Pictionary that will accomplish these tasks. 7 CHAPTER 3 RESEARCH We owe our children no less than a high degree of quantitative literacy and mathematical knowledge that prepares them for citizenship, work, and further study. (NCTM 289) According to the National Council of Teachers of Mathematics (NCTM), quantitative literacy is a main goal for mathematics teachers in America. It is worth emphasizing that ―our children‖ means all children. Equity is an interior principle for NCTM as well: ―All students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study – and support to learn – mathematics‖ (NCTM 12). The earlier students are exposed to meaningful, engaging mathematics
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